Professional Development and Training Initiatives: EDT732 Week 7 Wiki
Introduction
This week addresses issues associated with professional development (PD). PD creates opportunities for educators to learn strategies for the effective integration of technology into their curricular areas. PD facilitators must apply new and existing models of technology integration to create long-term technology plans for school personnel. Although, most PD workshops are developed in-house, consideration should also be given to training and resources provided by third-party vendors and professional organizations. PD is a hot topic and important to educational technology leaders. It is a topic I have been intimately involved with for over twenty years. I started designing and delivering professional development in technology in the early 1990’s and my dissertation topic was on professional development and critical thinking. The reason professional development in technology is a critical topic is there appears to be only limited success in teacher technology integration in the classroom. According to Niederhauser and Wessling (2011), the issues surrounding spotty professional development in technology raised 25 years ago, still hold true in 2011. In 2009, two-thirds of public school teachers received less than eight hours of inservice technology training and the majority of the eight hours were “independent training” (Niederhauser & Wessling, 2011).
Professional Development Models
There are many professional development models. I will review three that I have had experience with- Reigeluth’s Elaboration model, Roger’s Diffusion of Innovations model, and Harris’s TPACK.
I have used Charles Reigeluth's Elaboration model, based on his Elaboration Theory, for more than eight years (http://www.learning-theories.com/elaboration-theory-reigeluth.html). Reigeluth (1987) emphasizes sequential, meaningful learning. Here are the elements of the model I use:
Learners see the whole picture first.
Instruction is introduced in order of complexity.
Learners create meaningful context for the skill.
The learner has some control over selection and sequencing of the curriculum content.
Many of my colleagues, who do technology training, design their training using Everett Roger’s Diffusion of Innovations model. Roger’s (2003), believes people have certain characteristics that determine how and when they will adopt and use an emerging technology. Here is how he categorizes adopters of technology:
Innovators
Early adopters
Early Majority
Late Majority
Laggards
Judy Harris’s TPACK model was first introduced about six years ago and is growing in popularity. TPACK (Harris & Hofer, 2011) identifies specific areas of pedagogical knowledge teachers need to successfully integrate technology:
Technology knowledge
Content knowledge
Pedagogical content and technical knowledge
A bonus from Harris and Hofer are the specific examples they provide of technology integration in all their articles.
Professional Development Resources
The National Staff Development Council (http://www.learningforward.org) is a resource for professional development ideas. Their information on the positive aspects of Learning Communities is insightful. Online professional development is also a great resource. Students in former EDT courses have written about receiving training through PBS® (http://www.pbs.org/teacherline/). Edutopia®, which has been referenced in this class, (http://www.edutopia.org/teacher-development) also provides professional development.
Note: The optional participation assignment for this week involves "self-learning". Identify a web 2.0 application you want to learn more about. Identify why you want to learn the application and how you would use it to promote learning in your organization. Then locate three to four free resources that can help you learn and use the application. The free resources might include Help tutorials on the application web site or even a YouTube video. Post your response to this wiki and don't forget your name! Animoto by Darlene Vann Animoto (2017) is a Web 2.0 digital video creating application that students can use for free if educators apply for a class at this site: https://animoto.com/education/classroom
Teachers can use Animoto videos to present information to students, or students can use Animoto videos to present information to each other. Animoto hosts a blog where teachers can share ideas. For example, Moira West (2016) posted an article called 10 Ways to Use Video in Your Classroom, sharing her recommendations for using Animoto in the classroom: https://animoto.com/blog/education/ways-use-video-in-classroom/
Once you set up a new account, you can access the beginner’s guide when prompted, or paste this URL into the address bar: https://animoto.com/guide/welcome
The blog will help teachers to learn about ways that Animoto has been used in classrooms, and the beginner’s guide will help teachers to get started. Because Animoto has been around for several years, there are many additional resources from outside parties on various websites including videos posted on YouTube, such as How You Can Use Animoto in Your Classroom! (Nourani, 2015) https://www.youtube.com/watch?v=Ivh9hGMq4V8 or Animoto for Education (Tutorial for Teachers) (Fairfield, 2015)https://www.youtube.com/watch?v=bgqpwUvZniE
In addition, research has been conducted and published in scholarly journals. For example, Katherine Murphy (2013) published an article describing the consequences of technocentric instruction (focused on technology) rather than focusing on learning goals and students’ needs. Murphy recommends beginning with learning goals, then selecting technology tools that will be appropriate for students and content. Because of its flexibility and ease of use Animoto has been a popular technology tool and has been used in various content areas.
Harris, J. B., & Hofer, M. J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers’ curriculum-based, technology-related instructional planning. Journal of Research on Technology in Education, 43(3), 211–229.
Murphy, K. (2013). Technology techniques: Using them the right way. Science Scope, 36(5), 6-7.
Niederhauser, D. & Wessling, S. (2011). Professional development: Catalyst for change. Learning & Leading with Technology, 38(8), 38-39.
Reigeluth, C. M. (1987). Lesson blueprints based on the elaboration theory of instruction. In C. M. Reigeluth (Ed.). Instructional theories in action: Lessons illustrating selected theories and models (pp. 25-288). Hillsdale, NJ: Erlbaum.
Rogers, E. (2003). Diffussion of innovations (5th ed.). New York, NY: Free Press.
The web 2.0 tools that I would like to know more about are Vodcasts and Podcasts. The use of podcasting and vodcasting (video) gives educators the opportunity to use a form of technology, and do it in an inexpensive way. Using digital content gives educators the chance to not only use this as a form of instruction in secondary and higher education but also in an elementary setting. These form of technology gives educators the tools to assist learners the chance to enhance students’ technology and communication skills. Podcasting and Vodcasting are a huge benefit for students with IEPs, they now have the chance to hear or see concepts they are learning; if need be they can re-watch or re-hear the subject content of need be. These resources are great for students who are absent on a given day of school, they now have the opportunity to hear and watch what content was missed from the prior academic school day. There are multiple technology resources out there for educators to implement podcasts and vodcasts:
Introduction
This week addresses issues associated with professional development (PD). PD creates opportunities for educators to learn strategies for the effective integration of technology into their curricular areas. PD facilitators must apply new and existing models of technology integration to create long-term technology plans for school personnel. Although, most PD workshops are developed in-house, consideration should also be given to training and resources provided by third-party vendors and professional organizations.
PD is a hot topic and important to educational technology leaders. It is a topic I have been intimately involved with for over twenty years. I started designing and delivering professional development in technology in the early 1990’s and my dissertation topic was on professional development and critical thinking. The reason professional development in technology is a critical topic is there appears to be only limited success in teacher technology integration in the classroom. According to Niederhauser and Wessling (2011), the issues surrounding spotty professional development in technology raised 25 years ago, still hold true in 2011. In 2009, two-thirds of public school teachers received less than eight hours of inservice technology training and the majority of the eight hours were “independent training” (Niederhauser & Wessling, 2011).
Professional Development Models
There are many professional development models. I will review three that I have had experience with- Reigeluth’s Elaboration model, Roger’s Diffusion of Innovations model, and Harris’s TPACK.
I have used Charles Reigeluth's Elaboration model, based on his Elaboration Theory, for more than eight years (http://www.learning-theories.com/elaboration-theory-reigeluth.html). Reigeluth (1987) emphasizes sequential, meaningful learning. Here are the elements of the model I use:
Many of my colleagues, who do technology training, design their training using Everett Roger’s Diffusion of Innovations model. Roger’s (2003), believes people have certain characteristics that determine how and when they will adopt and use an emerging technology. Here is how he categorizes adopters of technology:
Judy Harris’s TPACK model was first introduced about six years ago and is growing in popularity. TPACK (Harris & Hofer, 2011) identifies specific areas of pedagogical knowledge teachers need to successfully integrate technology:
- Technology knowledge
- Content knowledge
- Pedagogical content and technical knowledge
A bonus from Harris and Hofer are the specific examples they provide of technology integration in all their articles.Professional Development Resources
The National Staff Development Council (http://www.learningforward.org) is a resource for professional development ideas. Their information on the positive aspects of Learning Communities is insightful.
Online professional development is also a great resource. Students in former EDT courses have written about receiving training through PBS® (http://www.pbs.org/teacherline/). Edutopia®, which has been referenced in this class, (http://www.edutopia.org/teacher-development) also provides professional development.
Note: The optional participation assignment for this week involves "self-learning". Identify a web 2.0 application you want to learn more about. Identify why you want to learn the application and how you would use it to promote learning in your organization. Then locate three to four free resources that can help you learn and use the application. The free resources might include Help tutorials on the application web site or even a YouTube video. Post your response to this wiki and don't forget your name!
Animoto
by Darlene Vann
Animoto (2017) is a Web 2.0 digital video creating application that students can use for free if educators apply for a class at this site: https://animoto.com/education/classroom
Teachers can use Animoto videos to present information to students, or students can use Animoto videos to present information to each other. Animoto hosts a blog where teachers can share ideas. For example, Moira West (2016) posted an article called 10 Ways to Use Video in Your Classroom, sharing her recommendations for using Animoto in the classroom: https://animoto.com/blog/education/ways-use-video-in-classroom/
Once you set up a new account, you can access the beginner’s guide when prompted, or paste this URL into the address bar: https://animoto.com/guide/welcome
The blog will help teachers to learn about ways that Animoto has been used in classrooms, and the beginner’s guide will help teachers to get started. Because Animoto has been around for several years, there are many additional resources from outside parties on various websites including videos posted on YouTube, such as How You Can Use Animoto in Your Classroom! (Nourani, 2015) https://www.youtube.com/watch?v=Ivh9hGMq4V8 or Animoto for Education (Tutorial for Teachers) (Fairfield, 2015)https://www.youtube.com/watch?v=bgqpwUvZniE
In addition, research has been conducted and published in scholarly journals. For example, Katherine Murphy (2013) published an article describing the consequences of technocentric instruction (focused on technology) rather than focusing on learning goals and students’ needs. Murphy recommends beginning with learning goals, then selecting technology tools that will be appropriate for students and content. Because of its flexibility and ease of use Animoto has been a popular technology tool and has been used in various content areas.
References
Animoto Inc. (2017). https://animoto.com. Retrieved from https://animoto.com
Fairfield, R. (2015, September 1). Animoto for education (Tutorial for teachers) [Video file]. Retrieved from YouTube website: https://www.youtube.com/watch?v=bgqpwUvZniE
Harris, J. B., & Hofer, M. J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers’ curriculum-based, technology-related instructional planning. Journal of Research on Technology in Education, 43(3), 211–229.
Murphy, K. (2013). Technology techniques: Using them the right way. Science Scope, 36(5), 6-7.
Niederhauser, D. & Wessling, S. (2011). Professional development: Catalyst for change. Learning & Leading with Technology, 38(8), 38-39.
Nourani, D. (2015, November 10). How you can use Animoto in your classroom! [Video file] Retrieved from YouTube website: https://www.youtube.com/watch?v=Ivh9hGMq4V8
Reigeluth, C. M. (1987). Lesson blueprints based on the elaboration theory of instruction. In C. M. Reigeluth (Ed.). Instructional theories in action: Lessons illustrating selected theories and models (pp. 25-288). Hillsdale, NJ: Erlbaum.
Rogers, E. (2003). Diffussion of innovations (5th ed.). New York, NY: Free Press.
West, M. (2016, May 5). 10 ways to use video in your classroom. Retrieved from https://animoto.com/blog/education/ways-use-video-in-classroom/
How to cite this lecture:
Entrekin, F. (2017). Professional development and training initiatives: EDT732 week 7 wiki. Retrieved from http://edt732integratingtechnology.wikispaces.com/
Contributed by Retta Salerno
The web 2.0 tools that I would like to know more about are Vodcasts and Podcasts. The use of podcasting and vodcasting (video) gives educators the opportunity to use a form of technology, and do it in an inexpensive way. Using digital content gives educators the chance to not only use this as a form of instruction in secondary and higher education but also in an elementary setting. These form of technology gives educators the tools to assist learners the chance to enhance students’ technology and communication skills. Podcasting and Vodcasting are a huge benefit for students with IEPs, they now have the chance to hear or see concepts they are learning; if need be they can re-watch or re-hear the subject content of need be. These resources are great for students who are absent on a given day of school, they now have the opportunity to hear and watch what content was missed from the prior academic school day. There are multiple technology resources out there for educators to implement podcasts and vodcasts:
Programs to create Podcasts for the classroom:
1. Audacity
2. Lame MP3 encoder
3. Garage Band
4. Podomatic
There are multiple programs for creating Vodcasts to use in the classroom:
1. Windows Movie Maker (PC’s)
2. iMovie (Macs)
References
EdTech Team. (n/a). Teacher's guide on the use of podcasting in education. Retrieved from Educational Technology and Mobile Learning: A resource of educational web tools and mobile apps for teachers and educators: http://www.educatorstechnology.com/2012/12/teachers-guide-on-use-of-podcasting-in.html
Educational Technology Network. (2009). Educational podcasting & vodcasting. Retrieved from Educational Technology Network: Technology Anytime, Anywhere: http://www.edtechnetwork.com/podcasting_vodcasting.html